Page 22 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Half-Credit Courses
The courses outlined in this document are designed as full-credit courses. However, with the exception of the Grade 12 university/college preparation courses, they may also be delivered as half-credit courses.
Half-credit courses, which require a minimum of fifty-five hours of scheduled instruc- tional time, adhere to the following conditions:
• The two half-credit courses created from a full course must together contain all
of the expectations of the full course. The expectations for each half-credit course must be drawn from all strands of the full course and must be divided in a manner that best enables students to achieve the required knowledge and skills in the allotted time.
• A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully complete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.)
• The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.
Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that stu- dents are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. (The number of strands varies per course. Strands are lettered A, B, C, and so on.) Taken together, the overall and specific expectations represent the mandated curriculum.
The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are grouped
under numbered headings, each of which indicates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The numbered headings are used merely to help teachers focus on particu- lar aspects of knowledge and skills as they develop various lessons and plan learning activities for their students.
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